Curriculum history and new agenda for research: A national and international landscape
DOI:
https://doi.org/10.14516/ete.193Parole chiave:
Curriculum, curriculum history, discursive practices, social forcesAbstract
In the Introduction to this special issue, the editors review the field of curriculum history to date and present new ways of investigating the past of the course of study. Relying on the notion that curriculum is comprised of the discursive practices in educational settings that transcend location and time, they discuss research on the social and political forces that shaped school subjects and how researchers rely on textbooks as primary sources. After an overview of each essay, the editors reveal that new directions in curriculum history are focusing on transnational influences and curriculum as enacted outside of schools in such places as voluntary organizations and prisons.
Riferimenti bibliografici
Alayan, S. (2016). The Holocaust in Palestinian textbooks: Differences and similarities in Israel and Palestine. Comparative Education Review, 60(1), pp. 80-104. doi: 10.1086/684362
Bagchi, B., Fuchs, E., & Rousmaniere, K. (2014) (Eds.). Connecting Histories of Education: Transnational and Cross-Cultural Exchanges in (Post) Colonial Education. New York: Berghahn books.
Baker, B. (2009) (Ed.). New Curriculum History. Rotterdam: Sense Publishers.
Crocco, M. S. (2004). Women and social studies: The long rise and rapid fall of feminist activity in the National Council for the Social Studies. In Woyshner, C., Watras, J., & Crocco, M. S. (Eds.), Social Education in the twentieth century: Curriculum and context for citizenship (pp. 142-159). New York: Peter Lang.
Dorn, Ch., & Ghodsee, K. (2012). The Cold War Politicization of Literacy: Communism, UNESCO, and the World Bank. Diplomatic History, 36(2), 373-398. doi: 10.1111/j.1467-7709.2011.01026.x
Evans, R. W. (2011). The Hope for American School Reform. The Cold War Pursuit of Inquiry Learning in Social Studies. New York: Palgrave Macmillan.
Foster, S. J., & Burgess, A. (2013). Problematics Portrayals and Contentious Content. Representations of the Holocaust in English History Textbooks. Journal of Educational Media, Memory, and Society, 5(2), 20-38. doi: http://dx.doi.org/10.3167/jemms.2013.050202Pages:20–38
Foster, S. J. (1999). The struggle for American identity: Treatment of ethnic groups in United States history textbooks. History of Education, 28(3), 251-278. doi: http://dx.doi.org/10.1080/004676099284618
Franklin, B. M. (1986). Building the American Community: The School Curriculum and the Search for Social Control. Philadelphia: The Falmer Press.
Franklin, B. M (2008). Curriculum, History and Its Revisionist Legacy. In Reese, W. J., & Rury, J. L. (Eds.), Rethinking the History of American Education (pp. 223-244). New York: Palgrave-McMillan.
Franklin, B. M. (2010). Curriculum, Community, and Urban School Reform. New York: Palgrave Macmillan.
Gaudelli, W. (2016). Global Citizenship Education: Everyday Transcendence. New York: Routledge.
González Delgado, M. (2014). Continuidades y cambios en las disciplinas escolares: Apuntes para una teoría sobre la historia del currículum. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 15(4), pp. 263-289.
Goodman, J., McCulloch, G., & Richadson, W. (2009). ʿEmpires overseasʾ and ʿempires at homeʾ: postcolonial and transnational perspectives on social change in the history of education. Paedagogica Historica, 45(6), pp. 595-706. doi: http://dx.doi.org/10.1080/00309230903384619
Goodson, I. F. (1983). School Subject and Curriculum Change. London: Croom Helm.
Issit, J. (2004). Reflections on the study of textbooks, History of Education, 33(6), pp. 683-696. doi: http://dx.doi.org/10.1080/0046760042000277834
Kliebard, H. M. (1986). The Struggle for the American Curriculum, 1893-1958. Boston: Routledge & Kegan Paul.
Layton, D. (1974). Science for the People: The Origins of the School Science Curriculum in England. London: Allen & Unwin.
Ledger, S., Vidovich, L., & O’Donoghue, T. (2014). Introduction. In S. Ledger, L. Vidovich & T. O’Donoghue (Eds.). Global to Local Curriculum Policy Processes. The Enactment of the International Baccalaureate in Remote International Schools (pp. 1-15). New York: Springer.
Lindo-Fuentes, H. & Ching, E. (2012). Modernizing Minds in El Salvador: Education Reform and the Cold War, 1960-1980. Albuquerque: University of New Mexico Press.
Mainer, J. & Mateos, J. (2011). Saber, poder y servicio. Un pedagogo orgánico del Estado: Adolfo Maíllo. Valencia: Tirant lo Blanch.
McCulloch, G. & Franklin, B. M. (2007). Presentation. In B. M. Franklin & G. McCulloch (Eds.). The Death of the Comprehensive High School? Historical, Contemporary, and Comparative Perspectives (pp. 1-7). London: Palgrave Macmillan.
Pettigrew, A. et al. (2009). Teaching about the Holocaust in English Secondary Schools: An empirical Study of National Trends, Perspectives and Practice. London: Institute of Education.
Popkewitz, T. S. (1987) (ed.). The Formation of School Subject. The Struggle for the Creating an American Institution. London: The Falmer Press.
Popkewitz, T. S. (2001). The production of reason and power. In Popkewitz, T.S., Pereyra, M.A., & Franklin, B.M (Eds.). Cultural History and Education: Critical Essays on Knowledge and Schooling (pp. 151-183). London: Routledge.
Popkewitz, T. S., Pereyra, M. A., & Franklin, B. M. (2001) (Eds). Cultural History and Education: Critical Essays on Knowledge and Schooling. London: Routledge.
Rudolph, J. L. (2002). Sicentist in the Classroom. The Cold War Reconstruction of American Sciencie Education. New York: Palgrave.
Rudolph, J. L. (2005). Epistemology for the Masses: The Origins of “The Scientific Method” in American Schools. History of Education Quarterly, 45(3), pp. 341-376. doi: 10.1111/j.1748-5959.2005.tb00039.x
Sivesind, K. & Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal, 15(3), pp. 271-278. doi 10.1177/1474904116647060
Sivesind, K., Asfar, A. & Bachmann, K. E. (2016). Transnational policy transfer over three curriculum reforms in Finland: The constructions of conditional and purposive programs (1994–2016). European Educational Research Journal, 15(3), pp. 345-365. doi 10.1177/1474904116648175
Thornton, S. J. (2003). Silence on Gays and Lesbians in Social Studies Curriculum. Social Education, 231, pp. 226-230.
Verge, T., Ferrer-Fons, M., & González, M. (2017). Resistance to mainstreaming gender into the higher education curriculum. European Journal of Women’s Studies, 24(3), 1-16. doi: https://doi.org/10.1177/1350506816688237
White, J. (2011). The Invention of the Secondary Curriculum. London: Palgrave Macmillan.
Woyshner, C. & Bohan, C. (2012) (Eds). Histories of Social Studies and Race: 1865-2000. New York: Palgrave Macmillan. doi: 10.1057/9781137007605
Woyshner, C. (2006). Notes toward a historiography of the Social Studies. In K. C. Barton (Ed.), Research methods in Social Studies education: Contemporary issues and perspectives (pp. 11-38). Greenwich, CN: Information Age Publishing.
Woyshner, C. (2011). School Desegregation and Civil Society: The Unification of Alabama’s Black and White Parent-Teacher Associations, 1954-1970. History of Education Quarterly, 51(1), pp. 49-76. doi: 10.1111/j.1748-5959.2010.00310.x
Yates, L. & Young M. (2010). Globalisation, knowledge and the curriculum. European Journal of Education, 45(1), pp. 4–10. doi 10.1111/j.1465-3435.2009.01412.x
